The Expansion And Application Of Chinese Biological Science History In Senior High School Biology Curriculum Teaching

High school biology courses are of great value in cultivating students.In the learning process,students master biology knowledge,develop the core literacy of biology discipline,and truly realize the comprehensive and healthy development.At present,many high school biology teachers realize that the value of science history should be given full play in classroom teaching.The history of biological science contains life concept,scientific thinking,scientific inquiry and social responsibility,which can help students to better master theoretical knowledge,realize their own potential,form scientific attitude and spirit,and improve their practical exploration ability.Based on this,biology teachers are required to fully explore the educational value contained in the history of science,adopt targeted teaching methods,and improve the teaching content.Through the study of the history of biological science,the educational value of the history of science content is finally maximized.However,in the process of the author’s research,I found that there are the following problems in the integration of biological history in education and teaching:(1)the high school teaching task is under great pressure,which is not conducive to teachers to expand more content teaching.(2)Teachers’ literacy of biological science history needs to be improved,which is manifested as a single teaching strategy,a lack of biological science history knowledge reserve,and a single channel of hunting for the history of science knowledge.Aiming at these problems,the author launched the teachers and students two aspects of research,such as:(1)through the education survey,using questionnaire means,understand a line of biology teachers to use the history of science course learning attitude,teaching status and implement the core literacy concept teaching existing problems,as well as teachers’ needs and Suggestions.(2)In view of these problems,according to the existing teaching content,we try to integrate the history of biological science into the actual curriculum teaching through a variety of teaching means.(3)Through the experimental research method,three classes of grade one of a city key middle school were selected as the survey objects.After the teaching practice,students’ in-class test and teacher interview methods were adopted,and the actual application effect was evaluated through the feedback of students and teachers.Through continuous exploration and practice,the author combs and expands the Chinese biology history,which can provide direct reference resources for frontline teachers,and puts forward corresponding teaching strategies,such as introduction,inspiration and thematic forms,to better integrate the history of biological science education into the course teaching.According to the research results,the corresponding suggestions are put forward: from the two aspects of educational resources,schools and teachers’ personal professional ability development:(1)Teaching reference books increase the supplement of science history materials adapted to the acceptance degree of students,to realize the sharing of network quality teaching design.(2)The school biology group should strengthen the attention of the content of science history in thought.(3)Provide more opportunities for teachers to communicate.(4)Pay attention to the development of teachers’ teaching professional skills: the ability to interpret curriculum standards,the ability to collect and sort out teaching resources,and the ability to study situational questions in the college entrance examination.(5)Attach importance to the development of teachers’ teaching and research skills: ability to learn advanced educational teaching theories,ability to continue to learn and update life science theories,and ability to study scientific and technological literature.On the other hand,the research data show that the author’s history teaching of Chinese biological science can better guide students to revisit the biological science road of scientists,which is embodied in: students cultivate scientific literacy and social responsibility,and realize empathy for the scientific spirit and patriotism of their ancestors.Therefore,how to better implement the history of Chinese biology science in biology classroom teaching plays a vital role in high school biology classroom teaching.